This article seeks to critically investigate the intersection of maternal online participation with caregiving rhythms, emotional presence, and the quality of educational engagement with children and the ways technology structures contemporary motherhood in modestly powerful yet subtle ways. Although social media use is increasingly prevalent among mothers, there is a gap in research on its effects on maternal attentiveness during children's homework routines, school test preparation, and participation in academic activities, core domains where caregiving and educational support meet. This study follows a social constructionist and interpretivist philosophical framework with a qualitative case study design within the cultural context of Pakistan targeting educated homemakers having children between the ages of 5 and 12 years. An interview guide was used to gather data from 47 participants chosen through purposive and snowball sampling. Thematic analysis was employed to uncover recurring themes. This paper significantly adds to the field, offering insights into the complexities of mothering in the digital age.
Saeed et al. (Mon,) studied this question.